|Course code: 316213||Subject title: TEACHING NATURAL SCIENCES IN PRIMARY EDUCATION|
|Credits: 6||Type of subject: Mandatory||Year: 2||Period: 2º S|
|PEREZ DE VILLARREAL ZUFIAURRE, MAIDER (Resp) [Mentoring ]|
Didactic and Disciplinary Module / Knowledge of the natural environment, social and its didactic
2.1. Basic proficiencies
BP1 - Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level which, albeit with the support of advanced text books, also includes some aspects which imply knowledge of the latest developments in their field of study.
BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.
BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.
BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.
2.2. General Proficiencies
GP1 - To be familiar with the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge involved in the respective teaching and learning procedures.
GP2 - To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.
GP3 - To address language learning situations effectively in contexts of diversity which are multicultural and multilingual. To encourage reading and the critical commentary of texts from the different scientific and cultural fields found in the school curriculum.
GP6 - To be familiar with the organisation of primary education schools and the range of actions involved in their operation. To perform guidance and tutoring functions with schoolchildren and their families, attending to schoolchildren¿s unique educational needs. To accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's entire life.
GP7 - To collaborate with the different sectors of the educational community and social environment. To accept the educational dimension of the teaching profession and promote democratic education for active citizenship.
GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.
GP9 - To value both individual and collective responsibility in the achievement of a sustainable future.
GP10 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among schoolchildren.
GP11 - To be familiar with Information and Communication Technology, and apply it in the classroom. To distinguish the audiovisual information which contributes to learning, civic education and cultural richness in a selective manner.
GP12 - To understand the function, possibilities and limits of education in today's society and the core competences which affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.
2.3. Transverse Proficiencies
TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe¿s Common European Framework of Reference for Languages.
SP1-To be familiar with the objectives, curricular content, meaning of the areas and organisation, methodology and evaluation criteria of Primary Education.
SP2-To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.
SP3-To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.
SP4-To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.
SP6-To be familiar with the organisation of primary schools and how they work in collaboration with the various sectors of the educational community and social environment.
SP7-To encourage cooperation, the motivation and desire to learn, and to participate actively in the school¿s projects.
SP9-To acquire autonomous and cooperative learning habits and skills in order to encourage the active involvement of schoolchildren in their social and personal development.
SP10-To reflect on classroom practices in order to innovate and improve teaching, and associate them with the basic psychological processes, pedagogical models and disciplinary criteria of the stage of education.
SP12-To organise actively the processes of teaching and learning the contents of Primary Education from a perspective of skills development. To be familiar with quality improvement models.
SP14-To contextualise teaching work in the face of political, social and pedagogical changes, and to foster democratic education and the development of active citizenship to achieve a sustainable future.
|LEARNING OUTCOME||CONTENTS||LEARNING ACTIVITIES||EVALUATION TOOL|
|LO1. Understand the general theoretical foundations (how do we learn) and the specific ones (nature of science) which condition the teaching of sciences.||LESSON 1 LESSON2 LESSON 4||LA1||ET2|
|LO2. Master basic scientific knowledge related with Scientific activity, Physical systems, Matter and its changes, Living beings and Human body and health (at the Secondary School level).||LESSONS 5,6,7,8||LA1 LA 2 LA4 LA6||ET3, ET4|
|LO3. Identify conceptual errors held by students, and plan teaching-learning activities to make them evolve.||LESSON 2||LA1||ET3 ET4|
|LO4. Extract the main ideas in the curriculum, and propose an adequate learning progression.||LESSON 3||LA3||ET2 ET3|
|LO5. Design science teaching-learning activities in Primary School, which involve researchi, inquiry, communication and knowledge construction; communicate and defend these activities.||LESSONS 1-8||LA2 LA3||ET2 ET3 ET4|
|LO6. Critically evaluate their own and their peers¿ didactic proposals.||LESSONS 1-8||LA2 LA3||ET1 ET3 ET4|
5.1. Teaching methods
|TM1||Lecture with full attendance|
|TM2||Interaction in large group|
|TM3||Interaction in medium-sized group|
|TM4||Interaction in small group|
|TM4||Individualised interaction: tasks and guidelines for autonomous study|
5.2 Learning activities
|LA1||Theory classes (foundation, examples, proven applications and developments)||45||100|
|LA2||Practical classes or, in the event, practical experience (in the field)||15||100|
|LA3||Preparation of papers and oral defence||30||10|
|LA6||Oral or written exams||4||100|
|LA1||CB1, CB3, CB5||CG1, CG8, CG10, CG12||CT2||CE1, CE9, CE12|
|LA2||CB2, CB3, CB5||CG1, CG2, CG8, CG10||CT2||CE1, CE2, CE7, CE12|
|LA3||CB2, CB3, CB5||CG1, CG2, CG7, CG8, CG10, CG12||CT2||CE1, CE2, CE9,CE12, CE14|
|LA4||CB1, CB3, CB5||CG1, CG7, CG8, CG10||CT2||CE1, CE2, CE9|
|LA5||CB2, CB3, CB5||CG1, CG2, CG8, CG10||CT2||CE1, CE2, CE12|
|LA6||CB1, CB2, CB3, CB5||CG1, CG2, CG8||CT2||CE1, CE12|
|Weight (%)||It allows
|LO1, LO4, LO5||ES2||20%||10%||5/10|
|LO2, LO3, LO4, LO5, LO6||ES3||35%||20%||5/10|
|LO2, LO5, LO6||ES4||40%||40%||5/10|
|Learning outcomes||Evaluation System/Description||Value (%)||Recoverable (%)|
|LO1, LO4, LO5||ES2||20%||10%|
|LO2, LO3, LO4, LO5, LO6||ES3||35%||20%|
|LO2, LO5, LO6||ES4||40%||4O%|
The evaluation systems are described as follows:
ES1: Attendance and participation in class. Active participation will be appreciated, meaning the student is able to make personal contributions and critical remarks, and contributes to the dynamism of the sessions.
ES2: Theory review and summary work
ES3: Practical work: observation, proposal and, where appropriate, evaluation. Assignments will deal with solving of specific problems, and will have to follow the didactical approaches introduced during the course.
ES4: Partial or complete oral or written assessments. The student will be requested to synthetize the different approaches introduced during the course and to communicate them in an effective manner.
Evaluation is continuous for the students meeting the requirements, and there is a global test for the rest. The students who fail any of the blocks will have to retake the global test.
This course belongs to the subject matter: "Knowledge of the social and natural environment and its teaching". The topic is compulsory and is comprised of 24 ECTS, of which 6 correspond to the course: " Natural Science Teaching". It is taught during the 2nd semester of the 2nd course of the BA in Primary Teaching, and includes the following topics:
The lessons are structured considering the epistemological and curricular aspects of science teaching.
The 1st block is designed to make sense of teaching and learning science in the Primary school: understand what Science is, what it is taught for, and how to structure teaching-learning processes analyzing traditional, active school and constructivist learning models.
The 2nd block is designed to ensure students become familiar with the current science curriculum for Primary school in Navarre. For each of the basic knowledges, the students are expected to recognize some misconceptions found among Primary school pupils. They are meant to develop strategies to overcome these ideas, and to acquire the necessary scientific knowledge and skills to lead these strategies towards the design of a project (Instructional Module) to promote sustainable development and meaningful learning.
1st BLOCK: THEORETICAL FOUNDATIONS
Lesson 1. Which science should we teach in the school? Reasons for and objectives of teaching and learning school science under a constructivist paradigm. Analysis of pedagogical models: traditional, active school and constructivism. Paradigm shift.
Lesson 2. How do we learn science? Psycho-pedagogical theories of Novak, Ausubel and Gowin. Misconceptions and their effect on learning. Instructional and metacognitive tools for a conceptual change: Concept maps, Vee diagram, Tree of knowledge, Cmap Tools.
Lesson 3. Natural Sciences curriculum for Primary school (current curriculum). Analyses of the basic knowledges, specific skills and evaluation criteria. Scientific competence at school.
Lesson 4. How to teach science? New trends: Green pedagogy, positive psychology for students' emotional regulation and well-being and meaningful and sustainable learning.
2ND BLOCK: CONTENTS AND RESOURCES FOR TEACHING SCIENCE AND KNOWLEDGE MODELLING USING CMAP TOOLS SOFTWARE.
Lesson 5: Design of a sustainable teaching proposal based on the current primary education curriculum and development of an instructional design in relation to selected aspects of Natural Sciences (for example: 6) Human body and health; 7) Living beings and their environment ; 8) Matter and energy; 9) Technology, objects and machines) taking into account key concepts and misconceptions to make them evolve.
5.1. Guidelines for the instructional design in relation to Natural Sciences.
5.2. Elaboration of the corresponding knowledge model
5.3. Public presentation of the model
|DIDACTIC PRACTICAL ACTIVITIES:||EXPERIENTIAL PRACTICES IN THE NATURAL ENVIRONMENT:|
|Reflections||Nature Based Interventions|
|Analysis of scientific texts on science education||Environmental education actions|
|Role-playing (gender and pedagogical models)|
|Disussion (socio-scientific issues)|
|Design of Concept Maps|
|Design of teaching project (Cmap Tools)|
Cañal, P. (2016). Didáctica de las ciencias. Editorial Paraninfo
Driver, R. I alt (1989) Ideas científicas de la infancia y la adolescencia. Madrid: Morata.
Drucker, P.F. (1993). Post-Capitalist Society. New York: Harper Collins.
Freire, H. (2011). Educar en verde. Ideas para acercar a niños y niñas a la naturaleza. Grao
González, F. (2008 2ª edición). El mapa conceptual y el diagrama UVE. Recursos para la enseñanza superior en el Siglo XXI. Madrid: Narcea.
González, F., Ibáñez. F., Casalí, J., López, J., Novak, J.D. (2007 2ª edición). Una aportación a la mejora de la calidad de la docencia universitaria: Los mapas conceptuales. Servicio de Publicaciones de la Universidad Pública de Navarra.
Gowin, D.B. (1981). Educating. Ithaca, NY: Cornell University Press.
Izquierdo, M (coord) (2011). Química a Infantil i Primària. Ed Graó
Meichenbaum, D., and Biemiller, A. (1998). Nurturing independent learners helping students take charge of their learning. Cambridge, Massachusetts: Brookline Books.
Novak, J.D. (2010, 2nd edition). Learning, Creating and Using Knowledge.Concept maps as facilitative tools in schools and corporations. Ed. Routledge.
Novak, J.D., Mintzes J.J., and Wandersee, J.H. (2000). Epilogue: On ways of assessing science understanding. In Mintzes,Wandersee and Novak (Eds.). Assessing science understanding. A human constructivist view (Chapter 15, pp. 355-374).San Diego, California: Academic Press .
Pérez de Villarreal, M. (2022). Nuevas estrategias para la enseñanza de ciencias naturales en Educación Superior. Aprendizaje significativo sostenible. Octaedro.
Pujol, R.M. (2003). Didáctica de les Ciencias en la educación primaria. Síntesis
Sanmartí, N. (2007). 10 ideas clave. Evaluar para aprender. Grao
Tonucci, F. (2015). La ciudad de los niños. Un modo nuevo de pensar la ciudad. Grao.
Vilchez Gonzalez J. M.(coord.)(2015). Didáctica de las Ciencias para la Educación Primaria. Editorial Pirámide.
Brian Arnold et al. (2003) Absolute science. Editorial Collins.
Gardner, H. (2006). Multiple Intelligences. New Horizons in Theory in Practice.
Goleman, D. (2006). Social Intelligence: The New Science of Social Relationships. Bantam Books.
Goleman, D. (2009). Ecological Intelligence: How Knowing the Hidden Impacts of what we buy can change everything. Broadway Business.
Proceedings of the International Congress on Concept mapping (CMC) for the application of concept maps to improve the teaching-learning processes: Pamplona (2004); San José de Costa Rica (2006); Helsinky, Finlandia y Tallin, Estonia (2008); Viña del Mar, Chile (2010); Malta (2012); Santos, Brasil (2014); Tallin, Estonia (2016); Medellín, Colombia (2018).
Ramiro, E. (2010). La Maleta de la ciència: 60 experiments d'aire i aigua i centenars de recursos per a tothom. Barcelona: Graó.
Zufiaurre, B., Pérez de Villarreal, M. (2016). Positive Psychology for Positive Pedagogical Actions. Nova Science Publishers.
Decreto Foral 60/2014, de 16 de julio, por el que se establece elcurrículo de las enseñanzas de Educación primaria en la Comunidad Foral de Navarra.
Anexo I. Áreas troncales. Ciencias de la Naturaleza.
Journals on research and innovation in Science teaching.
International Journal of Science Education
Electronic Journal of Science Education
Journal of Science Education and Technology
Journal of Science Teacher Education
Research in Science and Technological Education
Journal of Research in Science Teaching
- Projecte Seeds of Science, Roots of Reading. University of California Berkeley
-Sesiones de mapas conceptuales bien organizados, sobre diversos temas:
Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.